Universal Journal of Educational Research最新文献_第8页

Institutional Downsizing: Impact on Work Satisfaction and Workplace Commitment among Clinical Instructors in Region VI, Philippines:Voices of Struggles 机构精简:对工作满意度和工作场所承诺的影响在六区临床教师，菲律宾:斗争的声音

Universal Journal of Educational Research Pub Date : 2022-01-01 DOI: 10.13189/ujer.2022.100101

Louie P. Hijalda

{"title":"Institutional Downsizing: Impact on Work Satisfaction and Workplace Commitment among Clinical Instructors in Region VI, Philippines:Voices of Struggles","authors":"Louie P. Hijalda","doi":"10.13189/ujer.2022.100101","DOIUrl":"https://doi.org/10.13189/ujer.2022.100101","url":null,"abstract":"Many Philippine schools, colleges and tertiary institutions struggled to restructure their educational institutions with the full implementation of K-12 and the advent of Outcomes-Based Education in Philippine Educational System since 2016 in compliance with the International Qualification Standards utilizing different strategies for their survival and growth. This research aimed to determine the impact of institutional downsizing towards work satisfaction and clinical instructors' workplace commitment in Region VI. The study employed a descriptive-correlational design utilizing a survey method. Qualitative data were obtained to enrich survey results. Ninety-one (91) clinical instructors in various nursing colleges in Region VI, Philippines were chosen as actual participants using a stratified random sampling. Data collected were analyzed using appropriate descriptive, inferential statistics and qualitative analysis. The overall interpretation indicates a moderate level of work satisfaction (grand mean of 3.81) and clinical instructors' workplace commitment (grand mean of 4.20) in Region VI; there is no significant relationship between clinical instructors' workplace commitment and profile variables except for area of assignment (χ2 = 16.217, p = 0.013). There is no significant relationship between institutional downsizing and workplace commitment. However, there is a significant relationship between work satisfaction and workplace commitment (χ2 = 100.2, p = 0.000). The study concluded that clinical instructors' perception of the impact of restructuring has little effect on their work satisfaction and workplace commitment but undergone various struggles.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130668377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Challenges and Solutions for Teachers' Use of Interactive Whiteboards in High Schools 高中教师使用互动白板的挑战与对策

Universal Journal of Educational Research Pub Date : 2022-01-01 DOI: 10.13189/ujer.2022.100104

Mokibelo Michael Mokoena, S. Simelane-Mnisi, A. Mji

{"title":"Challenges and Solutions for Teachers' Use of Interactive Whiteboards in High Schools","authors":"Mokibelo Michael Mokoena, S. Simelane-Mnisi, A. Mji","doi":"10.13189/ujer.2022.100104","DOIUrl":"https://doi.org/10.13189/ujer.2022.100104","url":null,"abstract":"The paper reports on the challenges teachers encountered in the use of interactive whiteboards in high schools to make improvement. The Gauteng Department of Basic Education's robust paperless initiative of introducing tablets, interactive whiteboards (IWBs), and smart classrooms in all public schools in Gauteng Province, motivated this study. In addition, little is known about teachers' academic self-efficacy when using an IWB-based teaching method. It was found that teachers experienced challenges in utilizing the IWB in teaching and learning. Participants were 123 teachers from four high schools in Tshwane North District, Gauteng, South Africa. More than half (57.8%) of the teachers were females. Most of the teachers (92.7%) received formal training on the use of IWBs. The mixed method was applied to better understand the phenomenon. Observation and individual semi-structured interviews were used to collect data for the qualitative aspect. On the other hand, Bandura's adapted problem-solving self-efficacy survey questionnaire was used to address the quantitative part. Quantitative data were analyzed using SPSS version 25 frequency distributions and percentages. On the other hand, qualitative data were analyzed with the aid of Atlas ti. The results show that 75.6% of the teachers indicated that they cannot solve problems at 90% when using IWBs in class. The challenges found in this study relate to technic, teaching material and lessons, lack of engagement, health, and lack of electricity. It was indicated that if teachers could adopt positive problem orientation, they could be successful in solving the problem with the use of IWBs. It is necessary to investigate the efficacy of the solutions presented in this study when using IWBs.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130432668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Exploring Students and Lecturers Perceptions on Tablet Use for Learning in a South African Rural University 探索学生和讲师对平板电脑在南非农村大学学习中的使用看法

Universal Journal of Educational Research Pub Date : 2021-12-01 DOI: 10.13189/ujer.2021.091205

S. Fernandez

{"title":"Exploring Students and Lecturers Perceptions on Tablet Use for Learning in a South African Rural University","authors":"S. Fernandez","doi":"10.13189/ujer.2021.091205","DOIUrl":"https://doi.org/10.13189/ujer.2021.091205","url":null,"abstract":"Tablets are rapidly growing pervasive, influencing all age groups of people especially adolescents. Utilizing quantitative methodology, this study sought to explore the perceptions of students and lecturers on using tablets for learning at a rural university located in the Eastern Cape state of South Africa. A descriptive case study research design was employed. A sample of 155 from a population of 254 students and 14 from a population of 25 lecturers voluntarily participated in the survey. Data collected from the structured questionnaires were captured into Statistical Package for Social Sciences (version 24). Quantitative data were analysed using descriptive and inferential analysis. Data collected from both stakeholders were triangulated by sources to confirm the findings. The results revealed that students answered the exercise questions, developed the projects and started to search concepts in detail after getting tablets. Although a statistically significant difference was there between the perceptions of students and lecturers, both stakeholders showed positive attitudes toward the students’ use of tablets for learning in university classrooms. The study recommended that lecturers must provide more tablet related learning tasks to students in order to make them accept tablet as a learning tool and lecturers must ensure regularly that those tasks are done effectively.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122057098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social Skills of Pupils with Mild Intellectual Disability: Do Peer Tutoring, Storytelling and Gender Play a Role? 轻度智障小学生的社交技能:同伴辅导、讲故事和性别是否起作用?

Universal Journal of Educational Research Pub Date : 2021-12-01 DOI: 10.13189/ujer.2021.091201

U. Jacob, Jace Pillay, Olajumoke Christiana Ayandokun, J. Oyundoyin

{"title":"Social Skills of Pupils with Mild Intellectual Disability: Do Peer Tutoring, Storytelling and Gender Play a Role?","authors":"U. Jacob, Jace Pillay, Olajumoke Christiana Ayandokun, J. Oyundoyin","doi":"10.13189/ujer.2021.091201","DOIUrl":"https://doi.org/10.13189/ujer.2021.091201","url":null,"abstract":"Background: This research examined the significant main effect of peer tutoring, storytelling, and gender, on the social skills of pupils with mild intellectual disability. Using the Social Development Theory of Lev Vygotsky as the rationale for this study, the acquisition of social skills is viewed as based on a social constructivist view of learning. Methodology: The study sample consisted of thirty-four pupils with intellectual disability, purposively selected from three schools in Ibadan Metropolis, and randomly assigned to one of the peer tutoring, storytelling, or control groups. Thirty sessions were held over ten weeks with the peer tutoring and storytelling experimental groups only. A social skills performance scale was administered before and after the intervention to collect data from these three groups. An analysis of covariance was used to examine the data collected. Results: Findings based on the analysed data revealed that there was a significant statistical difference between pre-test and post-test results of the three groups. The effect of gender on social skills of participants was significant, as was the interaction effect of treatment and gender. Conclusion: Recommendations based on the finding of this study are that peer tutoring and storytelling be adopted for teaching social skills to pupils with mild intellectual disability, and that pictorial illustration be used to enhance their reading skills.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124494387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Strategic Planning and Staff Management as Determinants of Post-Graduate Programmes' Effectiveness in Universities 战略规划和员工管理是大学研究生课程有效性的决定因素

Universal Journal of Educational Research Pub Date : 2021-12-01 DOI: 10.13189/ujer.2021.091208

M. Ogbeche, K. Emeribe, Stella Asu-Okang, Caroline Ephraim Etim, Valentine Joseph Owan

引用次数: 1

The Opinions of the Teachers on Mentoring Process and Experiences 教师对师徒过程与经验的看法

Universal Journal of Educational Research Pub Date : 2021-12-01 DOI: 10.13189/ujer.2021.091206

Morakane C. Mphojane, A. Rambuda

{"title":"The Opinions of the Teachers on Mentoring Process and Experiences","authors":"Morakane C. Mphojane, A. Rambuda","doi":"10.13189/ujer.2021.091206","DOIUrl":"https://doi.org/10.13189/ujer.2021.091206","url":null,"abstract":"The aim of this phenomenological qualitative study was to explore the opinions of the teachers on mentoring process and their experiences. To achieve this aim, the study sought information on mentoring essences, practices, roles, and training needs of mentor teachers. Experienced and beginning teachers were purposefully selected from eight English-medium secondary schools in South Africa. Data from the literature review, 16 group interviews and 24 open-ended questionnaires were triangulated and thematically analysed to gain a deeper understanding of the phenomenon. Forty-eight experienced teachers and 24 beginning teachers shared their life experiences, perspectives, and perceptions on the mentoring process. The study revealed that in South African schools, mentoring was patchy and unsystematic. Data collected revealed that a new working environment presented some social, personal, and professional challenges to beginning teachers. It was revealed that experienced teachers were willing to support their fellow beginning colleagues even though they were not trained in the mentoring process and did not receive the necessary support from the school management teams.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130917374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Acceptance and Interest of Students in Using Virtual Reality (VR) for Learning Mathematics 学生对使用虚拟现实(VR)学习数学的接受程度和兴趣

Universal Journal of Educational Research Pub Date : 2021-12-01 DOI: 10.13189/ujer.2021.091207

C. N. Saniyyati, N. Razali, H. Othman, Nazatul Aini Abd Majid

{"title":"The Acceptance and Interest of Students in Using Virtual Reality (VR) for Learning Mathematics","authors":"C. N. Saniyyati, N. Razali, H. Othman, Nazatul Aini Abd Majid","doi":"10.13189/ujer.2021.091207","DOIUrl":"https://doi.org/10.13189/ujer.2021.091207","url":null,"abstract":"Nowadays, Virtual Reality (VR) is one of the new technologies that have been used in learning session that have a positive impact on the students. This article is intended to study the students' acceptance and interest in the use of VR in learning Mathematics. This study involves 37 students, of whom are 15 male students and 22 female students with age range of 15 and 16 years from Sekolah Menengah Maahad Tahfiz Ilmuan (SMITIN) located in Bangi, Selangor. The module that contains 13 questions and 1 set of questionnaires is used to collect the research data. The findings reveal that majority of the students show good results in the use of VR as learning tools in the lesson, whereby 89% of them got grade A in the task whilst the rest of them got grade A-. These technologies have a positive impact on the students in understanding Mathematics. Furthermore, the findings show that the usage of VR in the group can not only help improve students' social skills in doing tutorial in the class but also increase their interests in learning Mathematics. The implementation of VR application has a positive impact on the students in learning Mathematics with the help of their teachers and parents. Nevertheless, parents need to control the usage of the gadgets.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"311 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129750153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Implementation of Formal Assessments in Intermediate Phase Mathematics as a Foundation of Teaching and Learning Enhancement 中期数学正式评价的实施是提高教与学的基础

Universal Journal of Educational Research Pub Date : 2021-12-01 DOI: 10.13189/ujer.2021.091204

Senzeni Sibanda, A. Rambuda

{"title":"The Implementation of Formal Assessments in Intermediate Phase Mathematics as a Foundation of Teaching and Learning Enhancement","authors":"Senzeni Sibanda, A. Rambuda","doi":"10.13189/ujer.2021.091204","DOIUrl":"https://doi.org/10.13189/ujer.2021.091204","url":null,"abstract":"The purpose of this research was to explore how intermediate phase mathematics teachers implemented formal assessments to enhance teaching and learning. The research was elicited by several reports on the underperformance of South African learners in mathematics. The constructivist philosophy was embraced to underpin the study, specifically, Piaget’s theory of cognitive constructivism. The research adopted an interpretivist paradigm and a phenomenological research design. The study employed purposive sampling to select nine grade 4 to 6 mathematics teachers who were interviewed, and data were gathered through semi-structured interviews. Data analysis was done through the themes that emerged from participants’ responses. Results of the research revealed that some teachers did not align assessment in mathematics to theories of education. In this case, the constructivist theory was informed in the study. Some teachers faced challenges in formal assessment implementation because they were not trained to teach in the intermediate phase. Instead, they were trained to teach in other phases. Additionally, the South African Department of Basic Education did not adequately train teachers in formal assessments. Learners had difficulties in understanding word sums, hence making it difficult for them to solve complex procedures in mathematics. The study, therefore, recommends that teachers be involved in curriculum design. Teachers must be placed according to the subjects and phases they are qualified for. Teacher training institutions should practically help in the training of mathematics teachers to implement formal assessments effectively. Teachers should be continuously developed by their mathematics subject advisors and lastly, teachers need to continue developing themselves to keep abreast of current developments in the teaching and learning of mathematics.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128359966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Analysis of the Growth Mindset Levels of the Pre-Service Teachers According to Some Variables 基于变量的职前教师成长心态水平分析

Universal Journal of Educational Research Pub Date : 2021-12-01 DOI: 10.13189/ujer.2021.091202

S. Orhan, A. Aydin

引用次数: 0

Using Lexical Phrases to Help with the Flow of Deliverance in Public Speaking 在公共演讲中使用词汇短语帮助表达

Universal Journal of Educational Research Pub Date : 2021-11-01 DOI: 10.13189/ujer.2021.091106

Sangrawee Donkaewbua

{"title":"Using Lexical Phrases to Help with the Flow of Deliverance in Public Speaking","authors":"Sangrawee Donkaewbua","doi":"10.13189/ujer.2021.091106","DOIUrl":"https://doi.org/10.13189/ujer.2021.091106","url":null,"abstract":"Public speaking in Thailand especially in Thai youth who uses English as a second language still has lots of problems and needs some major development. The researcher noticed after weeks of observation that there were lots of problems in speaking of all the 45 students studying in the public speaking course since they paused too many times while speaking, each pause took a long time and they paused at the wrong places. This pausing manner made speaking sound unnatural even if it was accurate. Since the meaning of the message was disturbed by pausing wrongly, the researcher would like to try a new teaching method by teaching how to chunk their words while speaking by using lexical phrases as language input in order to help develop efficient lexical retrieval. This research aims at studying the effects that lexical phrases have on public speaking. The analysis of the study uses both quantitative and qualitative research by analyzing through a new teaching method in public speaking that is using lexical phrases as a means to keep the flow of deliverance in public speaking going. Lexical phrases were presented to language learners in several ways. Some are presented through mini lectures and some through simulated public speaking situations or activities. These include speaking connectors to buy time in speaking. There are three out of 45 research participants participating in this research because these three are advanced students which were chosen by their grades in the previous year in speaking class. The data were collected by individual elicitation interviews by using descriptive statistics. As a result, lexical phrases offer language learners the opportunity of fluent production. Furthermore, lexical phrases offer less likelihood of producing deviant language because lexical phrases come ready made.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133047400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0